Year: 2025
Type: article
Abstract: Much of the research on teacher knowledge occurs outside of the classroom, removed from actual classroom practice. We cannot fully understand teachers' knowledge in the most important moments, as they interact with students, until we understand the knowledge manifested in their actual classroom practice. Furthermore, few studies explore how teachers' knowledge transfer between content areas; an important consideration for elementary teachers who are generalists. In this self‐study, we explore the enacted pedagogical content knowledge (ePCK) manifested in three math lessons and three science lessons. Data sources include recordings of these lessons, discussions between the teacher and a team member about these lessons, and a journal capturing the teacher's impressions. Findings reveal ePCK manifested in both content areas. Knowledge of students and pedagogical knowledge, both components of ePCK, were manifested in math and science instruction suggesting that this knowledge can transfer between content areas. In contrast, content knowledge did not transfer between math and science. This study contributes to characterizing a new level of teacher knowledge (ePCK), presents a method for capturing that knowledge, and highlights assets of elementary teachers.
Source: School Science and Mathematics
DOI: 10.1111/ssm.18357
Authors: Elise Joyner, Ryan S. Nixon
Institution: Brigham Young University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4409589225